Recommended
More Related Content
Similar to Cognition and learning assessment 2 slideshow
Similar to Cognition and learning assessment 2 slideshow (20)
Recently uploaded
Recently uploaded (20)
Cognition and learning assessment 2 slideshow
- 1. Cognition and Learning “The Future of Learning” – YouTube video Sjheppell (2009, 12 May) future of learning (Video file) Retrieved June 25th, 2010, from YouTube: http://www.youtube.com/watch?v=-JTc9HeTh1A
- 2. Cognition and Learning Introduction to Cognitive Development: So what is cognition? The mental process of knowing, including aspects such as awareness, perception, reasoning, and judgment. That which comes to be known, as through perception, reasoning, or intuition; knowledge.* Cognitive Development: Changes in our thinking that occur as a result of learning, maturation and experience. Development Maturation Learning Experience *The American Heritage® Dictionary of the English Language, Fourth Edition copyright ©2000 by Houghton Mifflin Company. Updated in 2009. Published by Houghton Mifflin Company. All rights reserved. Paul Eggen and Don Kauchak, Educational Psychology: Windows on Classrooms, Eighth Edition. ©2010 Pearson Education, Inc. All rights reserved.
- 3. Cognition and Learning Jean Piaget’s (1896 – 1980) Theory: Children go through four stages of development according to their experience, maturation, and age. (P. Miller, 2002; Keating, 2004; Brainerd, 2003; P. Miller, 2002) Four Stages of Development: Lev Vygotsky’s(1896-1934) Theory: Zone of Proximal Development A range of tasks that an individual cannot yet do alone but can accomplish when assisted by the guidance of others. (Glassman & Wang, 2004; Gredler & Shields, 2004) Scaffolding: Assistance that helps children complete tasks they cannot complete independently. (Puntambekar & Hubscher, 2005; D. Wood, Bruner, & Ross, 1976) Paul Eggen and Don Kauchak, Educational Psychology: Windows on Classrooms, Eighth Edition. ©2010 Pearson Education, Inc. All rights reserved.
- 4. Cognition and Learning “The Future of Learning” – YouTube video Memorable Citations Prof. Stephen Heppell: “The people who are most passionate about what they do never ever stop learning” “We used to struggle to make technology do what we want, but now that we can do it, the real question is what do we want to do?” Anthony Minghella CBE (Writer and Director): “Part of the job of learning is to learn how to continue to learn” Narrator; Anonymous: “The idea is to encourage them on the things they can do, not handicap them on the things they can’t.” Sjheppell (2009, 12 May) future of learning (Video file) Retrieved June 25th, 2010, from YouTube: http://www.youtube.com/watch?v=-JTc9HeTh1A
Editor's Notes
- The world has come along very far from the days of writing in chalk and being lectured by nothing but a teacher and their blackboard. In the short span of twenty to thirty years, incredible new inventions have introduced themselves into our lives blowing us away. Technology has come to the classroom, and it’s here to stay.In this short video, they demonstrate how students learned before modern technology and how students learn with present-day technology. The thing that struck me the most when comparing the two is how blessed students are today to be able to learn from such a vast amount of sources. With the invention of the internet, the world is virtually at their fingertips. As Prof. Stephen Heppell states in the video, “What technology allows us to do is to swap that learning all around the world”. Not only can students learn from internet sources, but they can share what they know and help each other learn. This is truly a great advancement in the world of learning.
- The mental process of knowing. This is essentially what everything about teaching boils down to. To be a teacher, no matter what century you’re living in, means that you will be the one to guide your students through their own process of knowledge discovery. In our modern age, children are learning about things much before their time because of the internet and media. Their minds are being moulded in the wrong way, and their cognitive development is being distorted because their experience, knowledge level, and maturation don’t match up. On the contrary, I believe there has been some good to come out of early exposure to the world of multimedia. Children are learning faster, while having fun at the same time. It has also made it a lot easier for students to research topics for homework and projects. As with almost everything in the world, there are good and bad side effects that we just have to deal with. The best thing, in my opinion, is to focus on the good, and the bad will eventually diminish into a speck of dust too small to see.
- Do you remember when you were born? Or perhaps when you said your first word? The earliest you can probably recall is when you were about three or four when that mean kid stole your Barbie or action figure. If you answered no to the first question, you are actually mistaken. According to David Chamberlain, Ph.D., who wrote the book, Babies Remember Birth, he states that when a baby is born, it is anatomically complete. The brain is fully formed -- although its capacity will grow and expand with experience and stimuli, (Babies Remember Birth, by David Chamberlain, Ph.D., Los Angeles, Tarcher, 1988). In the same way, we are still like babies – experiencing new things and expanding our individual world of knowledge. Jean Piaget (Inhelder & Piaget, 1958) believed that children go through four stages of development according to their experience, maturation, and age, (P. Miller, 2002; Keating, 2004; Brainerd, 2003; P. Miller, 2002). He believed that to expand our knowledge, we have to disrupt our equilibrium and re-establish it on the basis of advancing our understanding. Piaget describes equilibrium as a cognitive state in which we can explain new experiences by using existing understanding, (1952, 1959, 1980). Lev Zygotsky (1978), on the other hand, believed that learners benefit most when they are working in their zone of proximal development, (Glassman & Wang, 2004; Gredler & Shields, 2004). When a teacher is assisting their student on a difficult math problem, this exemplifies the theory of scaffolding, (Puntambekar & Hubscher, 2005; D. Wood, Bruner, & Ross, 1976). It is of major importance that teachers assist their students up till the point where the student can use their drive for equilibrium to understand the work. If the teacher does everything for them they will either still not understand the concept, or will continue to use their teacher to pass the subject and remain clueless about how to perform the task.
- As I wrap up my final slide, I wanted to highlight some inspiring quotes given in the YouTube video. The first citation is from Prof. Stephen Heppell, and he states, “The people who are most passionate about what they do never ever stop learning”. What I really liked about this quote is how it can be applied to anything. If your passion is art, then you should pursue it will all your heart. There’s no point in doing something you don’t want to do because no one is forcing you to do it. I believe that young people today need to know this and go where their heart is calling. After all, life is meant to enjoyable and people were created to be happy. We only have one life, so we may as well make it a good one.Anthony Minghella CBE (Writer and Director) stated, “Part of the job of learning is to learn how to continue to learn”. This brings up again the zone of proximal development. There will always be a grey area above our heads that is waiting to be filled in with knowledge. No one can honestly say they know everything, although some people claim that they do. We’re still like babies, in a way; we don’t know very much, but we have the potential to do anything and achieve whatever we set out to do.The last quote I wanted to share was said by the narrator. I don’t know his name, but I quoted him anyhow. He said, “The idea is to encourage them (the students) on the things they can do, not handicap them on the things they can’t.” I feel it’s very important that teachers never say or do anything to discourage a student. Telling anyone, student or non-student, that they can’t do something is arguably the worst thing you can say to someone. A teacher is there to inspire and give hope so that in the future we can populate the world with bright, cheerful people.